BRIEF OUTLINE OF STUDY PROPOSAL The proposed study will focus on students with learning differences. Through the measuring and recording of quantitative date, this study aims to show that the use of technology in learning raises student’s academic levels of achievement.The proposed study intends to show that through the design, development, implementation and evaluation of personalized e-learning programmers, e-learning platforms and e-IEP’s, that levels of academic achievement in student’s with learning differences, can be raised significantly. The proposed study intends to use a sample of students identified with the same learning differences. The area of learning differences will be specifically focussed on the learning areas of Numeracy and Literacy. The age range of the children will fall within the K -13 age norms.
For this proposed study, the following tools will be used for data collection over a 12month period.
Bruininks-Oseretsky Test of Motor Proficiency (2nd ed.) The BOT-2 is an individually administered test that uses engaging, goal directed activities to measure a wide array of motor skills in individuals aged 4 through to 21 years. Moreover, it can identify motor skill deficits in individuals with mild to moderate motor control problems. It examines aspects of gross & fine motor development through a comprehensive series of eight sequenced Subtests.
Test of Visual Perceptual Skills (3rd ed.) The TVPS-3 is an assessment used to determine the visual perceptual strengths & weaknesses of children aged 4 - 19 years, by using a series of black & white line drawings as stimuli, from a multiple-choice format. The child can indicate their response verbally or physically. The choice the child makes reveals the way they are seeing the sample drawings. It is distinct from tests requiring a child to copy forms, which involves drawing.
Beery Developmental Test of Visual Motor Integration (5th ed.) The Beery VMI-5 presents a developmental sequence of geometric forms to be imitated or copied with paper & pencil by individuals aged 2-18 years. It is designed to assess the extent to which individuals can integrate their visual & motor abilities. It starts with simple lines & circles & progresses to complex shapes, testing a child’s ability to visualise & copy in two or three dimensions. Visual motor integration is able to be assessed as a whole along with individual & separate assessments of visual & motor integration. It has 30 designs, in each of the 3 components, presented in order of increasing difficulty.
The Hand Writing Speed Test (Wallen, Bonney & Lennox) This test requires the children to copy the sentence “The quick brown fox jumps over the lazy dog” as many times as possible during a 3 minute measured period. The results scored in terms of the numbers of letters written, are then compared with standardised handwriting speed results to give a scaled score, percentile ranking & descriptive category for QLD students of Year 4 & above.
All of data collection tools are Internationally recognised, normed tests that have quantitative outcomes.Test results will determine specific learning differences that impact on Numeracy and Literacy levels of achievement in the classroom setting. The test outcomes will also identify learning intervention necessary to improve and raise levels of achievement indirection required to raise student’s academic levels of achievement in both of these learning areas. The testing, recording of results, development of appropriate supporting e-IEP’s, e-learning programmes and ongoing observation and testing will be done in collaboration with the Educational institutions attended by the sample group and the Private Practice: Occupational Therapy Making Progress Pty Ltd. Queensland Registration Number: 1010698. Professional Body: Australian Association of Occupational Therapy.
The proposed study will involve the follow steps: · Identify a spectrum of learning differences which impact on Numeracy and Literacy levels of achievement. · Administer tests. · Identify a sample group with the same diagnosed, specific learning needs. · Assess and peruse learning programmes presently in place to address learning needs and supporting IEP’s already established for each student in the sample group. · In collaboration with OT, Special Needs Co-ordinator, Classroom teacher, Parents and each individual student, an e-IEP will be devised and developed to address specific learning needs. · The e-IEP’s for each student in the sample group will be used to underpin the development of an e-learning platform and an individualised e-learning programme. · Quarterly testing will be administered for each student to determine levels of achievement and progress. Data will be recorded and evaluated. This information will be used to modify and add to each individualised e-learning learning programme. All of the stakeholders will be consulted after each testing session.
The proposed study will make a contribution to knowledge in various ways. It aims to show through quantitative measures that integration of technologies in teaching and learning raise student’s levels of academic achievement. It seeks to show the value of individualised programmes and how technology in teaching and learning can support this. This proposed study will show how technology in teaching and learning supports the concept of anywhere, anyplace, anytime learning. It also seeks to show how through the use of technology, individualised, personalised learning programmes, learning spaces can provide a platform for engaged, focussed learning which can also be referred back to for revision of concepts. This proposed study also seeks to add to our knowledge and develop our pedagogy as 21st century teachers teaching a clientele of 21st century learners. This proposed study provides many possibilities for many of the stakeholders involved in the education field. Most importantly, this proposed study has significant impact for students with learning difference or special learning needs. These students often experience feelings of shame, embarrassment and inadequacy. Individualised, electronically generated, personalised learning programmes, that are technology rich, will give these students the opportunity to learn at their own specific level with some level of privacy.
BRIEF OUTLINE OF STUDY PROPOSAL
The proposed study will focus on students with learning differences. Through the measuring and recording of quantitative date, this study aims to show that the use of technology in learning raises student’s academic levels of achievement.The proposed study intends to show that through the design, development, implementation and evaluation of personalized e-learning programmers, e-learning platforms and e-IEP’s, that levels of academic achievement in student’s with learning differences, can be raised significantly.
The proposed study intends to use a sample of students identified with the same learning differences. The area of learning differences will be specifically focussed on the learning areas of Numeracy and Literacy. The age range of the children will fall within the K -13 age norms.
For this proposed study, the following tools will be used for data collection over a 12month period.
Bruininks-Oseretsky Test of Motor Proficiency (2nd ed.)
The BOT-2 is an individually administered test that uses engaging, goal directed activities to measure a wide array of motor skills in individuals aged 4 through to 21 years. Moreover, it can identify motor skill deficits in individuals with mild to moderate motor control problems. It examines aspects of gross & fine motor development through a comprehensive series of eight sequenced Subtests.
Test of Visual Perceptual Skills (3rd ed.)
The TVPS-3 is an assessment used to determine the visual perceptual strengths & weaknesses of children aged 4 - 19 years, by using a series of black & white line drawings as stimuli, from a multiple-choice format. The child can indicate their response verbally or physically. The choice the child makes reveals the way they are seeing the sample drawings. It is distinct from tests requiring a child to copy forms, which involves drawing.
Beery Developmental Test of Visual Motor Integration (5th ed.)
The Beery VMI-5 presents a developmental sequence of geometric forms to be imitated or copied with paper & pencil by individuals aged 2-18 years. It is designed to assess the extent to which individuals can integrate their visual & motor abilities. It starts with simple lines & circles & progresses to complex shapes, testing a child’s ability to visualise & copy in two or three dimensions. Visual motor integration is able to be assessed as a whole along with individual & separate assessments of visual & motor integration. It has 30 designs, in each of the 3 components, presented in order of increasing difficulty.
The Hand Writing Speed Test (Wallen, Bonney & Lennox)
This test requires the children to copy the sentence “The quick brown fox jumps over the lazy dog” as many times as possible during a 3 minute measured period. The results scored in terms of the numbers of letters written, are then compared with standardised handwriting speed results to give a scaled score, percentile ranking & descriptive category for QLD students of Year 4 & above.
All of data collection tools are Internationally recognised, normed tests that have quantitative outcomes.Test results will determine specific learning differences that impact on Numeracy and Literacy levels of achievement in the classroom setting. The test outcomes will also identify learning intervention necessary to improve and raise levels of achievement indirection required to raise student’s academic levels of achievement in both of these learning areas. The testing, recording of results, development of appropriate supporting e-IEP’s, e-learning programmes and ongoing observation and testing will be done in collaboration with the Educational institutions attended by the sample group and the Private Practice: Occupational Therapy Making Progress Pty Ltd. Queensland Registration Number: 1010698. Professional Body: Australian Association of Occupational Therapy.
The proposed study will involve the follow steps:
· Identify a spectrum of learning differences which impact on Numeracy and Literacy levels of achievement.
· Administer tests.
· Identify a sample group with the same diagnosed, specific learning needs.
· Assess and peruse learning programmes presently in place to address learning needs and supporting IEP’s already established for each student in the sample group.
· In collaboration with OT, Special Needs Co-ordinator, Classroom teacher, Parents and each individual student, an e-IEP will be devised and developed to address specific learning needs.
· The e-IEP’s for each student in the sample group will be used to underpin the development of an e-learning platform and an individualised e-learning programme.
· Quarterly testing will be administered for each student to determine levels of achievement and progress. Data will be recorded and evaluated. This information will be used to modify and add to each individualised e-learning learning programme. All of the stakeholders will be consulted after each testing session.
The proposed study will make a contribution to knowledge in various ways. It aims to show through quantitative measures that integration of technologies in teaching and learning raise student’s levels of academic achievement. It seeks to show the value of individualised programmes and how technology in teaching and learning can support this. This proposed study will show how technology in teaching and learning supports the concept of anywhere, anyplace, anytime learning. It also seeks to show how through the use of technology, individualised, personalised learning programmes, learning spaces can provide a platform for engaged, focussed learning which can also be referred back to for revision of concepts. This proposed study also seeks to add to our knowledge and develop our pedagogy as 21st century teachers teaching a clientele of 21st century learners.
This proposed study provides many possibilities for many of the stakeholders involved in the education field. Most importantly, this proposed study has significant impact for students with learning difference or special learning needs. These students often experience feelings of shame, embarrassment and inadequacy. Individualised, electronically generated, personalised learning programmes, that are technology rich, will give these students the opportunity to learn at their own specific level with some level of privacy.